Solve consumer problems with discount, tax, tip and interest
When to use this goal
For students preparing for independent purchases, part-time work and simple financial decisions who cannot yet apply a percent to a price. Present levels in percent of a number decide whether a calculator and a reference card are needed.
- Baseline
- Score the percent amount and the final total separately; many students find the discount but then report it as the price. Include one problem that combines a discount and tax so the order of steps is tested.
- Tips
- Real ads and receipts from local stores keep this meaningful. Add a reasonableness check (a 20% discount should not make the price higher) as part of the behavior for students who accept any number.
- Limits
- Worksheet performance may not transfer to a store; coordinate with community-based goals in functional skills. Interest problems beyond simple interest are out of scope.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ma-ps-015.
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Goal
By the annual IEP review date, given 10 consumer problems involving a discount, sales tax, a tip or simple interest, with a calculator, the student will compute the percent amount and the final total and write both with labels independently with at least 80% accuracy on consumer problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
Baseline: 25% accuracy.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Percent accuracy fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Work-sample analysis gives percent accuracy data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Math Problem Solving.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Math - Math Problem Solving
- Baseline
- 25% accuracy.
- Annual goal382 characters
- By the annual IEP review date, given 10 consumer problems involving a discount, sales tax, a tip or simple interest, with a calculator, the student will compute the percent amount and the final total and write both with labels independently with at least 80% accuracy on consumer problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
- Timeframe
- By the annual IEP review date
- Condition
- Given 10 consumer problems involving a discount, sales tax, a tip or simple interest, with a calculator
- Behavior
- The student will compute the percent amount and the final total and write both with labels independently
- Criteria
- With at least 80% accuracy on consumer problems, on 3 of 4 consecutive probes
- Evaluation method
- Work-sample analysis
- Schedule
- Every two weeks
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Accuracy tracker. Records number correct and number attempted.
Accuracy tracker
Percent accuracy- Student label:
- Target:
- with at least 80% accuracy on consumer problems
- Mastery rule:
- on 3 of 4 consecutive probes
- Collection schedule:
- every two weeks
- Method:
- Work-sample analysis
- Data collector:
Goal: By the annual IEP review date, given 10 consumer problems involving a discount, sales tax, a tip or simple interest, with a calculator, the student will compute the percent amount and the final total and write both with labels independently with at least 80% accuracy on consumer problems, on 3 of 4 consecutive probes, as measured by work-sample analysis collected every two weeks.
| Date | Task / materials | # correct | # attempted | % accuracycorrect ÷ attempted × 100 | Support levele.g., independent, 1 verbal prompt | Notes |
|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Score only items the student attempted unless the goal defines a fixed set of items. Use the same denominator every session.
- Percent = numerator ÷ denominator × 100. Round to one decimal place.
- Record the support actually provided, even if the goal is independent performance.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.